Karyn Lewis, PhD
Senior Research Scientist
Karyn Lewis brings expertise in social psychology, quantitative methods, and data visualization to the research she leads and supports. Her research interests focus on the interplay between students’ academic growth and achievement, their social-emotional development and well-being, and how they experience their school’s climate. Prior to joining NWEA, she was a senior researcher at Education Northwest where she led a diverse portfolio of applied research, technical assistance, and evaluation projects centered around social and emotional learning.
Dr. Lewis is a former Data Fellow with the Strategic Data Project at the Harvard Center for Education Policy Research. She completed a National Science Foundation funded postdoctoral fellowship at the University of Colorado Boulder and earned a PhD from the University of Oregon in social psychology with a concentration in quantitative methods.
Publications by Karyn Lewis
To what extent did COVID-19 disruptions affect student achievement in 2020-2021, and which students have been most affected? New NWEA research aims to provide insight to inform leaders working to support recovery: using data from 5.5 million students in grades 3-8 who took MAP Growth assessments in reading and math, this brief examines how gains across the 2020-21 school year and student achievement in spring 2021 compare to pre-pandemic trends.
Technical appendix for: Learning during COVID-19: Reading and math achievement in the 2020-2021 school year
The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Learning during COVID-19: Reading and math achievement in the 2020-21 school year.
Two research questions were investigated in this brief:
1. How do gains across the 2020-21 school year compare to pre-pandemic trends?
2. How does student achievement in spring of 2021 compare to pre-pandemic levels?
This report examines the academic impact of the COVID-19 pandemic on Black, Indigenous, and people of color (BIPOC) students, with the goal of documenting achievement trends to provide leaders and policymakers with evidence to guide action to address educational inequities for BIPOC students.
These visualizations allow you to explore key questions from our report, Learning during COVID-19: Initial findings on students’ reading and math achievement and growth.
In this Brown Center Chalkboard (Brookings Institution) blog, NWEA researchers share findings from new research that sheds light on the impact that the COVID-19 pandemic has had on student learning.
How have COVID-19 school closures impacted student academic growth and achievement? New research using fall 2020 MAP Growth assessment data for 4.4 million students provides new insights, key findings, and actionable recommendations.
Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth
This technical brief provides additional detail on the samples, methodology, and results from analyses highlighted in the brief, Learning during COVID-19: Initial findings on students’ reading and math achievement and growth.